Progressivism

Educational Philosophy: learner-centered; individuals are the focus, rather than a

body of information.
Type of Teacher (in short): Resource and Guide

Introduction
IN PRACTICE, THE 21ST CENTURY PROGRESSIVIST EDUCATOR HOLDS A BELIEF
THAT, ONE CANNOT SIMULTANEOUSLY LOOK AT THE INDICATOR (I.E., THE
TEACHER), THE INDICATING FUNCTION (DIRECT TEACHING METHOD;
DELIVERING INTENTIONAL LANGUAGE-MEANING) AND THE INDICATEE (A
STUDENTS OWN SELF-UNDERSTANDING AND PRIOR KNOWLEDGE WITHIN A GIVEN
CONTEXT). PROGRESSIVIST EDUCATORS LIKE ABRAHAM MASLOW AND CARL
ROGERS BELIEVE IN AN ALTERNATIVE APPROACH SHOW THE STUDENTS HOW TO
BECOME PROBLEM-SOLVERS (WITH A LITTLE HELP).
NOTE: THE BELIEF THAT TRUTH CANNOT BE INSIGHTFULLY FOUND VIS-VIS PRE-FORMING INTENTIONAL LANGUAGE IS A PHILOSOPHICAL VIEWPOINT
OFTEN ASSOCIATED WITH EASTERN THOUGHT, AS IT DERIVES OUT OF
TRADITIONAL INDO- CHINESE

CHAN BUDDHISM ( C. 7TH-9TH CENTURIES).

reality
language

represents

I In

case the hearer could

not follow, would the
knower not speak in vain?
(Ho, C.H., )

reality

indicates
language

Figure 2

Figure 3

Progressivism as a general rule sees the role of the teacher to be a fluid process of
facilitation, whereby participation among students allows discovery of learning in
terms each student has self-realized. As the Chan proverb cautions us, if gesturing
upwards with, a finger pointing toward the moon one should remember that
a child does not know what the moon is as such, a teacher who always
unilaterally dictates using descriptively-oriented information, runs the risk of
having their students be so caught up with the finger that they miss seeing the
moon (objective of learning). Progressivists see the students attainment to
discovering knowledge on their own, a self-realized revelation, as the paramount
accomplishment.

CONTI, G., 1985: 78.; FIGS. 2-3, HO, C., 2006: 173; CONTI, 1985: 78.; HO, 2006: 160.

References
Parkay, F.W. and B. Hardcastle Stanford. (2009). Becoming a teacher. (8th Ed.). Englewood
Cliffs, N.J.: Prentice Hall.
Meyer, P. N. (1993). 'FINGERS POINTING AT THE MOON': NEW PERSPECTIVES ON
TEACHING LEGAL WRITING AND ANALYSIS. Connecticut Law Review, 25(777).
Conti, G. J. (1985). The relationship between teaching style andadult student learning. Adult
Education Quarterly, 35(4), 220228.
Ho, Chien-Hsing. (2006). The finger pointing toward the moon: a philosophical analysis of the
chinese buddhist thought of reference. Chinese Philosophy in Analytical Perspectives,
Chengchi Department of Philosophy: Taipei.

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